【文档说明】Unit 2 Topic 1《Population has caused too many problems》（SectionB）教学设计-九年级上册英语【仁爱版】.doc，共(12)页，55.000 KB，由小喜鸽上传

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Unit2Topic1SectionB教学设计Ⅰ.Materialanalysis本课是九年级第二单元第一话题的第二课时，主活动是1a和3a。1a通过Mrs.Zhou讲述自己的身体状况和生活环境，引出污染对人们的健康和生态环境

所产生的危害，同时也道出了污染产生的原因。1b通过“听—回答问题—再听—核对答案”的模式来训练学生的听力技能。2与1a形成很好的呼应，通过康康向报社反映西山污染情况的信件，呼吁政府和大众关注环境问题，要求学生掌握词性的转换，强化1a中的语言知识。3a和3b通

过图片和简介来描述不同种类的污染以及带来的危害。在学习这些污染的同时，也兼顾了单词的重读，句子的连读、停顿及语调等语言知识。通过学习本课，引导学生关注环境问题，了解各种污染类别以及带来的危害，树立正确的环保意识。Ⅱ.Teachingaims1.Knowledgeaims

：掌握本课的重点词汇和短语，正确运用现在完成时进行问答。2.Skillaims:能通过观察课文插图来预测课文内容。能听懂用现在完成时表达的对话。能朗读和表演有关环保的对话。能正确运用连读和停顿的技巧，使发音流畅，富有韵律感。3.Emotionalaims:(optional)引导学生关

注环境问题，树立绿色环保意识，增强忧患意识和社会责任感。4.Cultureawareness:(optional)通过谈论环境问题，让学生了解不同种类的污染及其危害。Ⅲ.Thekeypointsanddifficultpoints1

.Keypoints:Wordsandphrases:pain,produce,awful,bear,harmful,chest,editor,breathe/breath,soilgetapainin…,what’sworse,toomuchnoise,toomanyproblems,br

eathingproblem,beharmfulto,makeamessof,throw…aroundSentences:It’sdifficultformetobreathe.I’vegotapaininmythroat.It’sreallyawful.A:How

longhaveyoubeenlikethis?A:Haveyouseenadoctor?B:I’vebeenlikethissincelastweek.B:Notyet.Grammar:PresentPerfect的问答。2.Difficultpoints：能在不同语境中，正确判断单词的不同

词性。在朗读中，能正确地把握连读和停顿的技巧。Ⅳ.Learningstrategies通过1a，教会学生善于利用插图理解有关污染的对话。通过2，训练学生在不同的语境中学会转换词性，并拓展学生的词汇量。通过3a，引导学生通过观察图片分析和了解不同的信

息。通过3b，要求学生掌握连读，停顿的发音技巧，反思自己的发音中的问题。Ⅴ.Teachingaids单词卡片（如：breathe/breath,pain,harmful/harm）；关于污染的图片或者幻灯片；录

音机；小礼品若干等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（2

mins)GroupworkGuidetheSstodiscussdifferentkindsofpollutioningroupsandsharetheanswertogether.T:HowmanykindsofDiscussdifferen

tkindsofpollutioningroupsandsharetheanswertogether.该环节是对前一课时所布置作业的检查，让学生通过查找资料，倾听同伴的讲解等方式，提高获取信息的能力pollutiondoyouknow?S1:AirpollutionS2:W

aterpollutionS3:LitterS4...S1:AirpollutionS2:WaterpollutionS3:LitterS4...和意识，引导学生从不同渠道关注社会问题。2Lead-in(5mins)ClassactivityLettheSsl

ookatthepicturesin3aonpage30andguessthemeaningandpronunciationof“soil”.Askthemtopayattentiontothetypesofpollution.T:Lookatthesepictures,whatkindsofp

ollutionarethese?S1:AirpollutionS2:WaterpollutionS3:LitterS4:LightpollutionS5:NoisepollutionGuessthemeaningandpronunciationofthenewwordsaccord

ingtothepicturesandtheteacher’sdescriptions.S1:AirpollutionS2:WaterpollutionS3:LitterS4:LightpollutionS5:Noisepollutio

n先让学生根据图片猜测短语的意思，此处只呈现前五幅图片，在下一环节再用“soilpollution”引入听前活动，并以此教授部分新的单词和短语。3Pre-listening(5-7mins)Classactivi

tyShowthepictureofsoilpollution,teachthenewwordsandchecktheanswersof3b.Payattentiontothepronunciation,liaisonandpausewhilereading.Lookatth

epictureofsoilpollution,learnthenewwordsandtrytofinish3b.Payattentiontothepronunciation,liaisonandpause教师

应利用介绍土壤污染的契机，教授新单词、短语，同时示范句子的连读和停顿，为训练学生流畅的口语打好基础。T:Lookatthispicture,whatkindofpollutionisthisone?(LeadtheSstopronounc

eit.)S6:Soilpollution.T:Right.Peopleusetoomanychemicalsintheirfields,/andsoilpollutioncausesunhealthyfood.Thefoodisharmfultoourhealth.(T

eacherwritedownthewordsandphrasesontheBb.)T:Nowtrytofillintheblanksin3bwiththewordsandphrasesin3a.…T:Nowlet’scheck

theanswer.S1:waterpollutionS2:airpollutionS3:noisepollutionS4…T:OK,let’sreadthesentencestogether.Paywhilereading.S6:Soilpollution.S1:waterpoll

utionS2:airpollutionS3:noisepollutionS4…attentiontothepronunciation,liaisonandpause.(Teachercangiveanexampleifnecessary)…4While-list

ening(5-7mins)IndividualworkStep1:ShowapictureofthepollutedWestHill,lettheSslistento1aonceandtickthequestions

theyhearinpartAof1b.Thenchecktheanswerstogether.T:Asweknow,theWestHillhaschangedalot.Lookatthispicture,whatpollutionca

nyoufindinthepicture?Ss:Airpollution,waterpollution,noisepollution…T:Right.Whateverthepollutionis,itisharmfultopeople’shealth.Mrs.Zhougets

apaininherchestbecauseofthebadair.NowlistentothedialogLookatapictureofthepollutedWestHill,listento1aonceandtickthequestionstheyhearinAo

f1b.Thenchecktheanswerstogether.Ss:Airpollution,waterpollution,noisepollution…S1:What’swrongwithyou?S2:Howlong

haveyoubeenlikethis？S3:Haveyouseen在环节与环节的过度上，要注意自然流畅，是顺理成章的进入下一个步骤，而不是直接切入。因为过渡语既能起到承上启下的作用，又能抓住学生的注意力。IndividualworkbetweenKangkangandM

rs.ZhouandtickthequestionsyouheartofinishpartAin1b.…T:OK,let’schecktheanswers.S1:What’swrongwithyou?S2:Howlongha

veyoubeenlikethis？S3:Haveyouseenadoctor?S4:Haveyounoticedthedeadfishintheriver?Step2:GettheSstolistenagainandmatchthequestionswiththeright

answersinpartBof1b.Thenchecktheanswerstogether.T:Great.Listenagain,matchthequestionswiththerightanswersinB.…S5:No.1isc.adoctor?S4:Haveyou

noticedthedeadfishintheriver?ListenagainandmatchthequestionswiththerightanswersinBof1b.Thenchecktheanswerstogether.…S5:No.1isc.S6:No.2isb

.S7:No.3isa.S8:No.4isd.S6:No.2isb.S7:No.3isa.S8:No.4isd.5Post-listening(17mins)IndividualworkClassactivityandGroupworkStep1:GettheSstoread1aa

ndanswerthequestionsin1c.T:Nowread1abyyourselvesandanswerthequestionsin1c.….T:OK,whatcausedMrs.Zhou’sproblem?

S1:Pollution.Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers.T:WhatwillKangkangdo?S2:Hewillw

ritetothenewspaperabouttheproblems.T:Doyouhaveanyotherwaystosolvetheproblem?S3…Read1aandanswerthequestionsin1c.…S1:Pollution.Thechemicalfactoriespr

oduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers.…S2:Hewillwritetothenewspaperabouttheproblems.…S3…Read1a,findthedifficultpoint

s,andtrytosolvethem通过完成1c的读后任务，进一步理解对话内容。在完成该任务时，如果答案不能直接从课文中找出，要引导学生学会用自己的语言总结和归纳答案，允许有不同的表达方式。以1c的第一

题为例（WhatcausedMrs.Zhou’sproblem?）简单的回答就是pollution。如果要答案具体化，就必须先引导学生找出周夫人的问题，再找出原因，最后用自己的话归纳出答案（Thechemicalfactori

esproduceterriblegas,maketoomuchnoiseandpourwastewaterGroupworkIndividualworkStep2:LettheSsread1acarefullyandunderlinethedifficult

pointsincludingwords,phrasesandsentences.ThenleadtheSstoasktheirclassmatesandteacherforhelp.Writedownthepointsth

eycan’tunderstandontheBb.T:First,read1aandunderlinethedifficultpoints…T:Iftherearesomedifficultpointsyoucan’tunderstand,pleaseaskyourcla

ssmatesforhelp.Ifallthegroupmemberscan’tsolvetheproblem,Icangiveyousomeadvice.Ss:Howtouse“getapainin…”?T:Wecanal

sosaylikethis“Ihaveasorethroat”.withthehelpofallkindsofresources.…Ss:Howtouse“getapainin…”?…Ss:Yes.…Ss:Itmeans“某处疼”inChinese.Ss...Read1ainroles,a

ndthenactoutthedialog.Payattentiontotheintorivers）。学生能够正确提出问题，也是能力的体现。教师需要引导学生，一步一步朝着正确答案去思考，可以运用课文中的文本语言，也可以拓展例句提供新的语境，还可以根据已学知识理解新知识（以短语“geta

painin…”为例，pain是本课新单词，要理解短语的意思和掌握短语的用法就会比较难，因此，教师可以通过“Ihaveasorethroat”帮助学生理解意思。用举例“Igetapaininmyleg”同时捂住左腿，帮助学生观察该短语的用法）。Canyouunderstanditsmea

ning?Ss:Yes.（Teachertouchesoneofhislegsandsays.）T:Igetapaininmyleg.“Getapainin”canbeadded“apartofabody”aftertheproposition.T:What’stheChine

semeaningofit?Ss:Itmeans“某处疼”inChinese.Ss...Step3:LettheSsread1ainroles,andthenactoutthedialogandpayattentiontothepronunciationandin

tonation.T:Nowread1ainroles,andthenactoutthedialog.Payattentiontothepronunciationandintonation.Afterthat,wewillhaveapr

onunciationandintonation.Therewillbeperformancecompetitionamongthegroups.Thebestonewinstheaward.Scanthematerialandchoosethecorrectwordstoc

ompletetheletterin2.Ss:Yes……S1:toomanyS2:breatheS3:dead…课文朗读是培养学生的语感，训练语音语调的方法之一。为了让学生目标性更强，更加严格的要求自己正确发音，学会合作，教师采用（以六人组为例）组内三人扮演一个角色，进行对话；并采用一

些竞争机制，激发学生的斗志和参与课堂活动的热情，维护小组的集体荣誉感。在角色扮演前，教师选择率先做好准备的小组，让他们选择任一小组进行挑战，胜利者将得到老师的礼物（或competitiontoseewhichgroupperformsbest

.Thebestonewinstheaward.Step4:LeadtheSstoscanthematerialandchoosethecorrectwordstocompletetheletterin2.T:Kangkanghaswrittenalettertothenewspaper

aboutpollution,butsomewordsaremissing.Canyouhelphimfinishtheletterwiththegivenwords?Ss:Yes…T:Nowlet’schecktheanswerstogether.S1:toomanyS2:breatheS

3:deadT:Great.You’dbetterpaymoreattentiontothedifferencebetween“toomany”and“toomuch”.Usetheright者积分），落后组再选一组，循环挑战；也可以另外选择两组进行两两PK。formsofthewor

dsaccordingtodifferentcontent.6Summarizingandassigninghomework(5mins)ClassactivityStep1:LettheSsgooverwha

ttheyhavelearnedthisperiod.Sumupthekeypoints.T:Nowlet’ssumupwhatwehavelearnedtoday.Youcanbeginwithth

ewordsandthephrases.Step2:HMK:LettheSstochooseonetypeofpollutionandcollectsomeinformationaboutitaccordingtothequestionsin3onp

age32.1.Whatis…pollution?2.Whatmakesthe…pollution?3.Whatproblemsdoesitcause?4.Whatcanbedonetosolvetheseproblems?Sumupandpr

esentthekeypointsonebyone.S1:getapainin…S2:beharmfulto…S3…Chooseonetypeofpollutionandcollectsomeinformationaboutitaccordingtotheq

uestionsin3onpage32.在总结本科所学时，明确复习的内容和方向，让学生在罗列知识时更有系统性，养成在头脑中建构知识框架的习惯。作业的布置是为学习SectionC打好基础，提供素材。Ⅶ.Blackboa

rddesignPollutionhascausedtoomanyproblems.SectionBWords:pain,produce,awful,bear,harmful,chest,breathe/breath,Soil,edit

orPhrases:getapainin…,what’sworse,toomuchnoise,toomanyproblems,breathingproblem,beharmfulto,makeamessof,throw…aroundSentences:I

t’sdifficultformetobreathe.I’vegotapaininmythroat.It’sreallyawful.A:Howlonghaveyoubeenlikethis?B:I’vebeenlikethissincelastweek.A:Haveyouseenadoctor?

B:Notyet.